This study compared the perceptions of 227 ninth- and tenth-grade students with learning disabilities in regular and special secondary classrooms. Students' perceptions of their classroom environment and their social competence were assessed. Results showed that students with learning disabilities perceived regular classes as being better organized and more task-oriented than special classes. Students with learning disabilities in inclusive classes had the same judgment about the classroom environment as regular students. Contrary to expectations, students with learning disabilities in special classes did not perceive of themselves as being less socially competent than the students in regular classes. The study also found that students with learning disabilities in special classes were perceived as being more socially competent by their teachers and were accepted more by their peers than students with learning disabilities in regular classes. Contains 15 references. (Author/CR)